Investigation of course satisfaction, motivations and attitudes of secondary school students as a predictive on foreign language anxiety level

The purpose of this research is to examine the course satisfaction, motivation and attitudes of secondary school students as predictors of their foreign language anxiety level. The research was conducted with the relational screening model, one of the quantitative research designs. This research, which used the relational screening method, was conducted in secondary schools in the province of Kırşehir and 450 secondary school students were reached with the stratified sampling method. The data in the research were obtained through the "Personal Information Form", "Foreign Language Anxiety", "Satisfaction in Foreign Language Courses" and "Motivation and Attitude in Foreign Language Courses" scales. In the analysis of the data, normality assumptions were checked and parametric tests were used. The results obtained show that students experience medium level of foreign language anxiety. While the highest level of anxiety occurs in negative evaluation anxiety, the highest average foreign language satisfaction occurs in the teaching staff. In addition, students' motivation and attitudes towards learning a foreign language course are high. Anxiety, satisfaction, attitude and motivation do not change significantly according to gender, parental education level, and whether they go to private lessons/private tutoring centers. However, parental education level is a positive variable on students' communication anxiety. In addition, academic success, attitude and teaching staff satisfaction are significant predictors of students' foreign language anxiety. It has been determined that students' anxiety increases as their attitude and academic success increase, while teaching staff satisfaction is a factor that reduces students' anxiety. Suggestions have been created in line with all these results.